Newsletter of the Asian Regional Network of the Association of International Zoo Educators -- ARNIZE

New Members Wild Animal Welfare and Ethics in Zoo Education Ms. Tran Thanh Huong Education for Nature-Vietnam (ENV) Zoological gardens and parks often come under attack by animal welfare A14/25 Lang Ha, Ba Dinh, Hanoi, and animal rights organizations. Over the long history of zoos in the Vietnam world, there has been good reason for such criticism but in the last two P.O. Box 222, Hanoi GPO, Vietnam decades there has been a growing awareness of the need for reform in Mr. Sunarto zoos by zoos themselves. Zoos all over the world have begun focusing Program Head more on the need for better care of animals – not only physical, nutritional Gelanggang Samudra Jaya Ancol and general health care but better care of the animals’ emotional well Jl. Lodan Timur No.7 being. Jakarta, Indonesia This concern with animal welfare should carry over into zoo education. Mr. Alexander Ignatious Sajee General Secretary Zoos should use their unique situation of holding living animals which We Care Society charm and amaze millions of visitors to create empathy as well as interest H Pocket, 24-A, Maroda Sector in wildlife. Zoos should do this by setting a good example for treatment of Bhilai 490 006, Chaatisgarh animals in their institution and for abiding by both the letter and spirit of Mr. Raajkaran Aravind wildlife legislation. This includes making sure that visitors themselves do Member not mistreat animals, particularly when they come to the zoo. Wildlife ZOO WATCH welfare education in zoos also includes teaching visitors to change their Harshini, Voltas Lane behaviour towards wild (and even other) animals in their community … to Vazhuthacaud Trivandrum 695 014, Kerala avoid indulging in purchase of animals or their products, to avoid patronizing institutions and projects which survive by a wrongful use of wild Mr. G. Kamaraj animals and to treat all animals kindly. Biologist Guindy National (Childrens) Park Behavioural and environmental enrichment have evolved as scientific Childrens Park disciplines just in the last 15 years and now are concerns in all but the Rajbhavan Chennai 600 022, T.N. most primitive and backward zoos.

Mr. G. Sivagurunathan The growth and evolution of animal welfare in zoos has gone hand in hand Ph.D. Scholar with the evolution of zoos as genuine conservation organizations. Animals 78, Thumbavanam Street which are fit for conservation have to be treated well – physically and Kancheepuram 631 501 psychologically. The importance a zoo gives to conservation can be Tamil Nadu measured to a great extent by the importance it gives to animal welfare Dr. T. Kalaichelvan and ethics. Zoo Supervisor Maitri Baag Zoo Zoos can use so many of these developments to answer critics and also to Qr. No. 4C, Street – 8 educate visitors about how very careful and conscious zoos are today, yet Sector 8, Bhilai 490 008, Chhattisgarh most of them do not. Perhaps zoo personnel are so close to their subject Ms. Madhuri Ramesh that they get “occupational blindness”. They do not even see the Student opportunities they have to defend themselves against their critics. Madras Crocodile Bank Trust Post Bag 4, Mamallapuram 603 104 The zoo educator can be an immense support to their zoo by developing some of these ideas. Zoo Education is not just zoology or biological diversity or conservtion. The zoo educator can help their zoo overcome the threats to its own existence as well as educating the public about the threats to wild animals !

Asia Newsletter of Asian Regional Network of I.Z.E. Volume 6, Issue 2, October 2003 Physics tour at Ocean Park Shirley Wong*

To many people, other than visiting our lovely animals, the reason for going to Ocean Park is – the roller coaster. But how many of us realize “How does the roller coaster work?”.

Ocean Park’s Education Department proudly presents our newly developed physics tour for senior secondary students (Age 15–17) – “Learning Physics in Motion”. This physics programme was jointly organized by Education and Manpower Bureau (EMB), Chinese University of Hong Kong (CUHK), and Ocean Park (OP). A website “Contextual Physics in Ocean Park” was launched in mid 2002. Examples of teaching materials, video, and simulation software for OP mechanical rides are on the web, inviting teachers to use the materials pre- and post- tour. (web-link: http:// www.phy.cuhk.edu.hk/oceanpark/)

Students will experience our rides, The Dragon (roller coaster) and Abyss Turbo Drop (vertical ascent) to learn the mystery of these thrilling rides. By watching the dolphin show at our physics on our Cable Car and Ocean Ocean Theatre and videotapes of our Tower, providing a valuable educational Bottle-nose Dolphins and California experience for students. It will be a lot Sea Lions leaping to reach the of fun and provide incentive for * Assistant Education Manager, Education Department suspended ball, students will discover students to develop an interest in Ocean Park Corporation, Hong Kong the secret of gravity. There is more physics. Wildlife Week at Kamala Nehru Zoo, Ahmedabad R. K. Sahu*

The Kamala Nehru Zoo celebrated Wildlife Week and allowed children free entry for a week. A total of 2852 children enjoyed their zoo visit during this period. Wildlife Week materials on bat, primate, bear, etc. provided by Z.O.O. were distributed to some of these children. We organized a drawing competition on 2nd October and gave 15 prizes to different catego- ries of children. We also provided a Magic Show for children which was also a great attraction to them. We have given conservation messages through the magician. We are thankful to ZOO for sending a lot of literature, materials, T. shirts etc.

* Zoo Superintendent, Kamla Nehru Zoological Garden, Kankaria Children hard at work on their drawing of wildlife in the drawing competition Ahmedabad 380 008, Gujarat organised by Kamla Nehru Zoo, Ahmedabad. Photo courtesy of the Zoo. 2 Asia Newsletter of Asian Regional Network of I.Z.E. Volume 6, Issue 2, October 2003 First Teachers Training Workshop at Central Zoo Nepal : Wildlife Conservation and Wildlife Welfare Geetha Shreshta*

For the first time, the Central Zoo conducted a Teacher’s Organisation and explained how to use the materials in the Training Workshop for participants were from different packets. Both of these packets were funded by the schools with more than half from Kathmandu and others Universities Federation for Animal Welfare or “UFAW”, an from rural areas. Ms. Sally Walker, Founder of Zoo Outreach organisation in the United Kingdom. Organisation and Asian Regional Representative of I.Z.E. was invited to lead the workshop as primary resource person.

She started the workshop with introductions, asking participants to write down the name of an animal on a piece of paper. The animal should be one they would like to be or which they thought they looked like, or acted like, admired, or otherwise identified with. She introduced herself and called on the next participant, who had to given his name and institution and then guess what animal she was … and pass it on. This created much amusement as some participants really did look like the animals they selected and were easy to guess. She used the most commonly selected animals to form working groups later, e.g. “tiger group, monkey group, deer group, etc.

Sally Walker gave an introductory presentation on both conservation and welfare and how to use the zoo to teach these concepts. She used a diagram to explain how zoos had evolved to try and do more than just entertain visitors, and even more than just educate them. Instead of simply Planned exercises were done to demonstrate to teachers teaching biological facts, zoos should appeal to visitors’ how to lead students effectively through rakhi-tying, placard emotions and attempt to change attitudes toward the natural parade, a “teasing animals” drama, Zoo Patrol world. She appealed to the teachers, who were all from demonstration and a play on “What to do and what not to do different schools, to try and arrange to give other teachers in in the zoo”. the school a short review of the material covered in this workshop and convey this concept of using education to help After lunch, we had participants divide into the groups people change their attitudes and behaviour. mentioned earlier and go around the zoo to collect ideas for a project and also to practice asking people to stop teasing She also used the Concept Map we learned in the T4T and feeding animals using their badge, so they could tell training but in a different way. She introduced the term “animal welfare” as the theme, which was harder than tiger or food, etc. and gave participants 10 minutes.

Sally then gave a 30-minute presentation on Wildlife Welfare which covered the importance of teaching students to be kind to animals as values for later life. The importance of teaching values rather than just information, how to use the zoo to teach wildlife welfare, teaching wildlife welfare in daily life. She also covered dissection or wild animals in class and lab, relating to teachers that there were computer programmes with which they could teach about anatomy. Many teachers were interested in this. She also explained by we should not keep wild animals at home as pets and wild animals in trade from an animal welfare perspective. She explained how bad behaviour in the zoo with children teasing and feeding animals were very destructive to the animals. Teachers made many comments and asked questions.

We gave out packets of small items dealing with Wildlife Welfare and Zoo Behaviour contributed by Zoo Outreach *Conservation Educator, 138, Banijya Marga, Bijuli Bazar, New Baneshwor, P.Box 20543, Kathmandu, Nepal 3 Asia Newsletter of Asian Regional Network of I.Z.E. Volume 6, Issue 2, October 2003 their students how to do it. Each group was accompanied by a member of the Central Zoo Education team to answer questions and guide them.

The teachers took the zoo patrol exercise very seriously and could be observed approaching visitors who were teasing animals and asking them to stop. After the zoo visit, they returned and sat in groups to plan a “zoo visit” combining elements of what they had learned. All the groups planned systematic visits and adapted some of the ideas suggested for other topics (!) and they were stimulated and clearly enjoyed the day.

dancing without stepping out. This exercise produced much raucous laughter and fun among teachers and was thought a sure success with kids !

Dr. Mukesh Chalise, a primate field biologist, gave a The following day began with a presentation by Sally on presentation on primates in Nepal. Dr. Ravi Sharma Aryal, Conservation and Biodiversity that focused on the utility of an Environmental Lawyer with the Ministry of Law, etc. gave a some of the small animals which are understudied and talk on CITES containing some basic facts about CITES underprotected, using bats as a case study. The main legislaton. focus was on how useful bats are and how generally people have wrong ideas about bats and try to exterminate them. Then, we led participants in several tiger exercises, This was followed by handing out bat packets. Sally had including the ‘Tiger Parcel Game’. The teachers were participants put on masks and divided them into fruit bats interested in bringing their classes to the zoo and to try and insectivorous bats on each side of the room. Using some of the things that were taught. We consider the materials, presentation, the bat book and bat brochure, she workshop a great success. conducted a dialogue and debate session as to which group of bats were better ! Participants enjoyed this immensely. We ended the exercise by giving each group just a few minutes to come up with a rhyming slogan which they could teach to others and all participants chanted them.

Another exercise related to welfare was conducted which covered the use of sloth bears by mendicants. The exercise was called “Dancing Bears”. Participants get partners and stand on a folded out sheet of newsprint. Playing music is best but in absence of music, the leader and observers can clap and chant. We clapped and chanted “bears, bears, bears …” and about 1/3 participants observed and joined in this as the “orchestra”. Pairs of “bears” had to wear their bear masks and get in a dancing pose with hands on shoulders, or holding hands. They should “dance” while clapping and chanting goes on. When the “musicians” stop clapping and chanting the bears should stop dancing and fold the newspaper in half . Then they should continue

4 Asia Newsletter of Asian Regional Network of I.Z.E. Volume 6, Issue 2, October 2003 One-day Zoo Educator Training Workshop for Indonesian Zoos Sally Walker*

In March 2001, a two-week South East Asian region course in Zoo Education was conducted at Singapore Zoo, funded by the Ministry of Foreign Affars, Singapore. Six participants from Indonesia had attended the course, following which they went home to their country and organised a national course for all their zoos. I was fortunate to have been much involved in the Singapore course so I was delighted to be invited to Taman Safari, Bogor to represent the Conservation Breeding Specialist Group (IUCN SSC CBSG) at a meeting and stay another day to conduct a one-day refresher course for 8 zoo educators of Indonesia.

There were all the major zoos in Indonesia, a wonderful turn out. Taman Safari people turned out in Participants wear animal masks and chant a very simple slogan good numbers and some zoos sent about wildlife trade. Photo courtest of the Taman Safari, Bogor. two people such as Bandung. Two people from the Singapore course tiger and bat we divided the group into I gave a presentation on how to use attended, from the Taman Mini Bird tigers and bats and got them to CBSG CAMP and PHVA workshop Park in Jakarta and from Taman Safari “demonstrate” things they would do briefing material and reports as itself. Titisari from Ragunan Zoo who I and also a chant about tigers and bats resource material for zoo education, met when I visited Mr. Matani from the which was much enjoyed. using the bat camp as a case study. first Jersey International Educator Their Director, Mr. Jansen Manansang, Course was there. Others were from We spoke a bit about funding agencies who initiates and hosts many of the new facilities I had not visited. Some I for education and I told them about the CAMPs and PHVAs in Indonesia had knew from SEAZA, so it was a double Teachers for Tigers Training with WCS, sent across examples of briefing pleasure. and the possibility of organizing a material and reports of several workshop in Indonesia in future and workshops conducted by Taman Safari First I gave a presentation on also the international zoo educator and CBSG to pass around. Many of the education and conservation lecture in course which Tom Naiman and I are participants among them were familiar which I stopped several times and trying to resuscitate. with the reports but nobody had utilized asked for interaction. They were very them for research or for developing shy but I managed to get everyone to After lunch I gave a presentation education programmes. This is a speak up by teasing them unmercifully suggesting that zoos try and raise resource that is being ignored at great and there were many good questions some funds to contribute to in situ peril by zoo educators almost which led to a good understanding of conservation using the EAZA tiger everywhere in the world. the lecture. Many participants were not project as a case study. The able to understand so much English discussion which followed led to an After my return I sent a batch of and my Bahasa is abysmal ! excellent “recommendation” by the material to everyone who attended and group, that PKBSI (their zoo made them members of ARNIZE. It I named several presentations and association) organize and endorse an was a great reunion and a useful exercises I had prepared and let them activity to set out a protocol or training, for me as well as the select what we should do in the guidelines for zoo educators for their 7 participants. afternoon. Then I showed the packets flagship species. They also felt the that we make in India, distributed what need for ways to answer complaints I brought, and explained why we from visitors who see gorillas etc. on developed them and why they worked discovery channel and wanted to see * Founder/Hon. Director, Zoo Outreach in India etc. The rakhi (wrist bracelet) only those kinds of animals without Organisation, PB 1683, Coimbatore and commitments which went along being interested in Indonesian 641004, Tamil Nadu, India with it was much appreciated. Due to animals ! insufficiency of the same numbers of

5 Asia Newsletter of Asian Regional Network of I.Z.E. Volume 6, Issue 2, October 2003 Karachi Zoo Education M.M. Qazi*

Karachi Zoo conducted education programmes for school children on 18 September 2003. The children of the “Progressive Children Academy“ participated in the programme entitled “Information and awareness about indigenous species” which lasted from 11:30 am to 1:00 pm.

The programme covered information regarding Himalayan Black Bear (Ursus thibetanus) which is found in Pakistan. Nearly 100 students were present.

A poster competition and speeches about the Himalayan Black Bear was held by the students.

ADO Zoologist, Mrs. Abida Raees, covered many biological aspects of the Himalayan Black Bear including taxonomy, physiology, breeding, feeding, care management, threats and conservation. The children showed deep interest in the lecture.

Karachi Zoo painting competition, Photo courtesy Karachi Zoo

The competitions were judged and prizes given to students. On the very next day the print media gave wide coverage to the event In continuation of this series of educational programme, Karachi Zoo also conducted a poster competition and informative lecture on the Python. This programme was attended by the sutdents of Sir Syed Secondary School Gulshan-e-Maymar, Karachi. The children were briefed about the python: its physiology, behaviour, morphology, feeding habitats, comerce and conservation. The children were also told about the causes of their extinction. A Python was fed in front of the children to show them its feeding machanism Feed ingredients comprising of fruits, milk, bread, fruit and how they capture their prey. ice block were served to the Black Bear in the presence of students and they were much fascinated.

*Director, Karachi Zoo, Nishter Road, Karachi 3, Pakistan

6 Asia Newsletter of Asian Regional Network of I.Z.E. Volume 6, Issue 2, October 2003 Bat Biologists use Bat Clubs and Bat Education Kits to make Kids “Bats about Bats”

Dr. C. Srinivasulu and his wife, Bhargavi Srinivasulu, both lecturers and field biologists of the Wildlife Biology Section, Department of Zoology at University College of Science in Osmania University, Hyderabad, A.P. have adopted two schools to educate children about nature conservation in general and lesser known fauna (particularly bats).

Srinivasulu and Bhargavi conducted bat conservation education programmes targeting school children on 3 occasions, under graduate students on 1 occasion and post graduate students on 4 occasions. Collaborating with Andhra Pradesh State Forest Department, they conducted a celebration for Vanya Prani Samstah. They delivered lectures and conducted awareness games for two days targeting school children from four schools

The Srinivasulus advised municipal corporation authorities about role of insectivorus bats in controlling insects, especially mosquitoes, in urban areas to prevent the bats from being destroyed in future.

They also conducted a study on the effects of illumination in Borra Cave “Kids” of all ages and in all levels of school enjoyed wearing the bat and while there, they conducted a masks distributed by the Srinivasulus. Photo by one of the Srinivasulus. conservation education programme targeting tourists visiting the cave.

Zoo Education at National Zoo, Sri Lanka Hant Perera*

Our educational activities are increasing day by day. To assist us, we have an educational center with library and auditorium with audio - visual facilities. In this centre, our education officer conducts commentaries on various animals such as reptiles, elephants, primates etc. on selected days at the location of the particular animal’s enclosures and at the elephant arena.

We also publish a zoo magazine, leaflet and brochures relevant to the informal education. Our education department is also responsible for the design and maintenance of name boards, descriptive labels and signature boards etc. at the Zoo. Our EO takes part in outside exhibitions with a mobile exhibition unit and provides lectures at the exhibition site on request. We conduct lectures to school groups on request and Zoo employees on thursday. Visiting lecturers from the city - universi- ties, institutes, forest department, etc. are invited to speak. We provide a student guide from one of the universities on request to the public as well as school groups; the guide conducts the lectures for the employees on various subjects also. Distribution of various educational articles, stickers, publications, etc. is done through the sales center. We also assist school groups and University Groups to carry out their projects and research work. We help other govern- ment and private organizations and institutions in the country to arrange training programmes on wildlife, environment, bio diversity, etc.

* Director, Department of National Zoological Gardens, Sri Lanka

7 Asia Newsletter of Asian Regional Network of I.Z.E. Volume 6, Issue 2, October 2003 Wildlife Week organised in Kanpur Zoological Park Pratibha Singh*

Every year, Wildlife Week is celebrated from 1-7 October in Kanpur Zoo. The idea is to inculcate a feeling of affection and care towards wild animals in young children. This year about 30 schools participated in the programme.

On the first day of Wildlife Week, inauguration was conducted by Shri. Ashwini Kumar, Conservator of Forests, Forest Research Institute. Sports activities like frog race, sack race, were organised on this day in which 153 students of 14 schools participated. In addition, a mehandi competition was also organised. 30 children won prizes in these competitions.

On the second day, a wildlife quiz competition was organised. A total of 28 teams (84 participants) took part; 30 children were prize-winners in different categories.

On the third day, a debate was organised; 62 students of 15 schools took part on a variety of topics: Class 1-4 Our behaviour towards wild animals? Class 5-8 Will zoological parks be needed in the future? Class 9-12 Is wildlife conservation necessary? A total of 11 children won prizes in all categories.

On the fourth day, a drawing and colouring competition was organised on these topics: Class 1-4 My favourite wild animal; Class 5-8 Do not tease wild animals; Class 9-12 A scene of Kanpur Zoo. About 18 schools participated enthusiastically, with a total of 160 participants; 13 children won prizes.

On the fifth day, an essay writing competition was organised in which 83 students participated on the topics : Class 1-4 A visit to Kanpur Zoo; Class 5-8 Pride of India- Indian Tiger; Class 9-12 History of wildlife conservation in India. About 10 students won prizes in various categories.

The sixth day was the cultural day of Wildlife Week. About school which won maximum prizes was awarded. The 1st 380 students of 18 schools participated in the various prize was won by Campus School IIT. It scored the programmes like group song, group dance, mono-acting maximum points, second was children care school followed and mimicry. All themes were on wildlife and no movie by Bright Angels School. songs were played. Press coverage was very extensive. The Press even did a On the seventh day, prizes were distributed by Shrimati Anita special feature on the packet items we collected from Zoo Bhatnagar Jain, IAS, Chairman, U.P. Small Scale Industries,. Outreach Organisation to give away. About 320 prizes were given in various categories. A total of 30 schools participated in the week long celebrations. The

8 Asia Newsletter of Asian Regional Network of I.Z.E. Volume 6, Issue 2, October 2003 At the Bronx Zoo Payal Bhojwani*

I started the Go Wild Workshops because I felt there was a In the weeks that I was in New York (28th May – 14th June need for Zoo Education in India and wildlife education in 2003), I was given a wide overview of the management, schools. I had a vision that one day I would open a centre development and dynamics of running a unique education for kids and families to come and learn about wildlife and system. The iceberg was getting larger. meet people who are doing their utmost to conserve the living world. The Education Department When I first entered the Bronx Zoo I was amazed at its size The only person I knew of in India who was doing work in and the architectural beauty of its old buildings dating back Zoo Education was Sally Walker. It took three years of to the early 1900s, amidst lush greenery. The education emailing before I finally got a chance to leave my job and department is housed in one of the old buildings that was travel 3000kms to meet her, and since then there has been previously used as a museum, aptly named ‘Heads and no looking back. The world of wildlife education that Sally Horns’. My initial days were spent in meeting people related opened for me left me breathless – and I knew that this to education, starting with the board meeting on the first day was just the tip of the iceberg. I could hardly wait to see just with Annette Berkovitz, Senior Vice President, Education. how big the iceberg got. The Bronx Zoo’s education department is broadly divided It began with the ‘Teachers for Tigers’ workshops. Hosted into three categories -- the international, national and local by the Zoo Outreach Organisation in collaboration with the programmes. All the educational programmes, and the Wildlife Conservation Society, these workshops are exhibits promote the use of inquiry, observation and designed to train teachers about tigers, and more investigation to guide people through an exploration of importantly, train them in teaching tools and techniques. animals and the world around them. Each programme took

There were three key elements that made a great impression on me at the workshop – the first was the systematic organization of the workshops done by Sally Walker and her staff from Zoo Outreach Organisation. The second was the clarity of teaching and the smooth interaction between the two resource persons from the Wildlife Conservation Society -- Tom Naiman (Director Curriculum Development and International Education programmes) and Nalini Mohan (International Teacher Trainer), and finally the curriculum itself - the Habitat Ecology Learning Program (HELP) and Teachers for Tigers manuals that have been developed by WCS. They were extensive and in-depth and yet simple and adaptable for almost any audience. Sally and Tom then recommended me for the C.V. Starr Fellowship Programme to be trained at the Bronx Zoo with the Wildlife Conservation Society’s education department. years to develop, with inputs from scientists, educators and field biologists. That is what makes it unique. Rather than trying to recreate an education system, the curricula work in tandem with the schoolbooks and the school system.

A simple example is that of the touch table outside the reptile house at the Bronx Zoo. Manned by the Friends of the Zoo Volunteers, the articles on display were things like snakeskin, turtle and snake skulls, crocodile tooth and even different stages of a tadpole. Kids would gather around and touch and feel and ask millions of questions. Even parents and teachers stopped to show their kids the items. A simple technique like this, easily adaptable in any zoo, forms a firm correlation between what is at the table and what they are to see in the reptile house. It also gives children an opportunity to better understand animal anatomy or behaviour. It was charming to watch the

*Educator, Go Wild Workshops, 16, Subrato Park, Western Air Command, New Delhi 110010 9 Asia Newsletter of Asian Regional Network of I.Z.E. Volume 6, Issue 2, October 2003 volunteers interact with the kids. The children amidst and awe-inspiring. Take for example the bear enclosures. exclamations of disgust and wonder would finger the snake The path around the bear enclosures wind around with egg getting completely engrossed in the topic at hand. patches of clear view where one can easily see the bears – in some places the green thicket give a sense of walking Another was the ‘Mystery Boxes’. In this game-based through a wooded area and then one can spot the bears activity done in the classroom, the participants were given again. normal plastic boxes in which were 5 or 6 items. They had to find the connection between each item and what it The next time I visited the bear exhibit I noticed the terrain denoted. One such box had a bullet, some money, an exotic within the bear enclosure. The landscaping is designed to food menu card, a shark's fin and a photograph of a man cater to the rocky yet wooded areas like that of bears found wearing a leopard skin coat. The children rummaged in the wild. The keepers also hide some food in logs and through the box for 10 minutes. They realised that it was among the rocks giving the bears an opportunity to explore dealing with poaching and killing of animals for their body with an incentive. This not just enrichment for the bears but parts and meat. This instigated discussions about such also for the visitors who can see a bear foraging and active. practices and the need for conservation. All these methods are so easily and inexpensively adaptable in any teaching The two most magnificent exhibits and yet very different situation. from each other were Congo World and Tiger Mountain. The Congo World had a separate entry fee with the Gorillas as the main attraction. A lot of artefacts and models give information to the visitor. From the Okapi enclosure, when one walks into a fallen down log, the whole atmosphere and temperature changes. Inside are various animals found in the Congo basin. It has pictures on conservation efforts due to poaching and deforestation.

Tiger Mountain opened this year has a lot more computer based information systems. The tigers are behind a glass wall that provided the visitor with an unhindered view of the creature. There are touch screens about the tigers and conservation efforts, and screens with videos playing about tigers in different parts of the world.

There is also a life-size poachers truck called “Evil Inc”. Loudspeakers that roar when you put coins in them and even a camera trap that takes pictures as people walked past and intersect the beam. This was a great hit with the kids. As one was leaves tiger mountain, there is an option Pablo Python looks at animals to fill in an email address to keep getting updates about I got my first experience of a local extension programme tigers and WCS research. This is interesting as it with the curriculum titled ‘Pablo Python looks at Animals’ at provides a continuous feedback between the visitors and a public school in the heart of China Town. Most of the the Zoo. students in this school are from the ethnic minority of New York, immigrants, and the less privileged. Project T.R.I.P.S TRIPS is an anagram for ‘Teaching Revitalized through Using a videocassette with a puppet animated python Informal Programmes in Science’. Initiated by the Bronx called Pablo, the instructor described very simple concepts Zoo and funded by the National Science Foundation, this of sound, colour, shape, texture, height etc. The appeal of was a 5-day teaching-aid course in life sciences while Pablo and the simplicity of the game-based activities, integrating teachers, zoo educators and school according to me, made it an ideal teaching tool. I couldn’t administrators. In the US and I think to some extent here in wait to try them out at my own workshops in India. India, there is a realisation that science in schools can use zoos, botanical gardens, aquariums and museums, called Central Park Zoo ISI’s (Informal Science Institutions), to teach more I visited the Central Park Zoo, run by WCS. Using theatre, effectively. TRIPS brought together ISI educators, teachers puppets and professional actors, the Zoo has created a and school administrators from across the country who whole new method of teaching wildlife. I saw 3- and 4-year undertake the course as a team. olds completely captivated by the bird puppet who sang about migration and the loss of watering holes along the Our first introductions over, we were grouped and given way. questions about the Bronx Zoo for which we had to go out and seek answers. The beauty of this technique was that it The Tour not only allowed us all to explore the Zoo but forced us to I saw the Bronx Zoo in bits and parts – its so big and there concentrate on little details to find the answer to our is so much to take in that even though I saw some places questions. twice I could go back each time and find something new

10 Asia Newsletter of Asian Regional Network of I.Z.E. Volume 6, Issue 2, October 2003 What was apparent within the first day were the similarities in the challenges faced by teachers in the US and our teachers (especially small town and rural teachers) here in India — from accepting the idea of an informal institute being used as an educative tool to finding substitute teachers, transport, funding, and of course making the field trip most effective for the kids.

Novel methods of teaching Some of the activities that we did like the ice balloon and photosynthesis bingo were some of the most ingenious methods of teaching I have ever been exposed to. We were given balloons that had been filled with water and frozen. For 15 minutes we were instructed to do whatever we wanted to the balloon but to keep writing our queries. As investigation and questioning lies at the heart of scientific work. could enhance the learning process and the school administrators discussed methods of implementation vis- The task was fun – putting it into water, putting salt or food à-vis transport, school schedules and funding. colouring on it, hammering it and so on. At the end it demonstrated how kids could be motivated to investigate Coming home and come up with solutions themselves through selective On my last day at the Bronx Zoo, Ann Robinson (Director, questioning and action. National Programmes) introduced us to one of the most enchanting parts of the Zoo - the Children's Zoo. Divided The hands-on method of learning was also very effective. into zones, according to habitats, each area flows into the Patti Anderson a participant and a guest speaker used the next seamlessly. We entered at the nesting site of water plants and fungi found in the Jungle World exhibit to teach birds, which could be viewed while sitting in a man-made about rainforest adaptations and diversity. nest. There were tunnels through which the prairie dogs could be viewed. At the turtle exhibit, artificial shells lay Terri Stern from the Peabody Museum brought specimens vacant for kids to crawl into, and ears for kids to be deer. that could be handled by the participants. Using these Simple colourful signages and pointers gave just the right exhibits such as bird study skins we could fill in taxon data amount of information. sheets and create hypothetical analogies as to the habitat and behaviour of each animal. She uses this method at the Leaving the Bronx Zoo was heart wrenching – I was going natural history museum and even takes such carts to to miss the place, the people and the animals I had come schools. With a Bio-Action manual that had simple rules on to know, but I was also fuelled with the potential of all that I how to handle the bird skins had seen, heard and done and I was ready to come back to India to try it all out. Practical Solutions Over the 5 days we were taught several ways of teaching (Since coming back to India I have conducted two science and life sciences using curricula called Voyage workshops using some of the techniques and curricula I from the Sun and H.E.L.P. At each stage educators were acquired at the Bronx Zoo. We took children to the National asked whether they could and would implement these Zoo and, with the education department and material from techniques within the standards set. The ISI Zoo Outreach Organisation, used the Zoo to initiate the representatives gave their inputs as to how their institutes basics of geography and science.

At the Pelican pond, they filled in behaviour data sheets that generated a multitude of questions. Creating my own mystery boxes and touch tables on Indian animals, the kids for the first time touched a claw of a crab and felt the skin of a snake .

It all worked. The attitudinal change in the kids was perceptible. I could duplicate what I had learnt at the Bronx Zoo here in India with support of the Zoo).

11 Asia Newsletter of Asian Regional Network of I.Z.E. Volume 6, Issue 2, October 2003 Sakkarbaug Zoo Awareness Activities through the year R.D. Katara* Sakkarbaug zoo is a specialized zoo concentrating on local (d) Natural History Museum fauna typical of the Gir and Western India. The zoo has To satisfy the curiosity and encourage interest and enthusi- successfully bred Asiatic Lion, Indian Wolf, Four-horned asm among students on habitat, behaviour and physiology Antelope, Bengal Tiger, Chinkara, Manipur Brow-antlered of wildlife, Sakkarbaug zoo has established a Natural Deer and many other species of wild fauna in captivity. History Museum displaying various skulls, claws, pug marks, skull, antlers, horn, birds eggs and other biological Sakkarbaug zoo is deeply involved with the promotion of material. conservation education using nature education camps for school children, snake demonstrations and celebration of Source of Materials and Literature special events such as Wildlife Week, World Forestry Day, Food Department, Gujarat State and Zoo Outreach Organi- World Environment Day, Animal Welfare Fortnightly etc., with zation and the Asian Regional Network of International Zoo a variety of programmess and competitions. The zoo is Educators of Coimbatore provided the required materials also associated with special training to students of veteri- and literature free of cost to distribute among participants nary colleges, veterinarians from the field, students from for education activity. These materials were sponsored by forestry colleges, employees of forest department etc. international institutions such as the Universities Federa- tion for Animal Welfare, Alertis of the Netherlands, Flora and Objectives of Sakkarbaug Zoo education programme Fauna International, Bat Conservation International, Ches- -- To create awareness to students about environment and ter Zoo, Columbus Zoo and other zoos of three continents its importance which exhibit primates, The materials and literatures have -- To create awareness to people about environment and its been proved useful to encourage the interest toward importance through educating the students. environment activity. -- To provide knowledge about importance of wild fauna and flora to maintain balance ecology and ecosystem. -- To create sympathy and importance towards wild animals -- To educate the students about role of the zoo in environmental education Environmental Education One of the objectives of the zoo is to educate about environ- ment and nature and also to create awareness and sympa- thy on wild animals and teach the importance of wildlife in maintaining the ecological balance and environment through organizing the following activities.

(a) Nature Education Camps In order to encourage curiosity and affection towards nature and wildlife among youngsters, Sakkarbaug Zoo organizes nature education camps at the zoo premises for high school level students. During a 2-nights and 3-days Students being taught about environmental Activity during stay at camp, the students go trekking in Girnar Hills, during Nature education Camp at Sakkarbaugh Zoo, Junagadh which they learn about wildlife, enjoy nature, interact with one another and exchange experiences. Camps organized this year at government cost were 36 in number covering 89 schools and 2047 individual participants. (b) Wildlife Week Celebration Sakkarbaug Zoo organized various competitions related to wildlife, environment and ecosystem among students of different ages for Wildlife Week and other events. Competitions for drawing, quiz or debate competition with wildlife themes were organized during the year. Drawing competitions covered 84 schools and 151 participants and debates 58 participants. Essay competitions covered 66 schools and 151 participants. The snake show, which was open for all visitors, drew 3,795. (c) World Environment Day Celebration The importance of environment and ecology was communi- cated to literate people N.G.Os and students as Students see difference between deer and antelope at Sakkarbaug zoo celebrated World Environment Day on 5th Nature Education Camp at Sakkarbaugh Zoo, Junagadh June. Every year the zoo organises plantation, workshop or seminar on environment. * Zoo Officer, Sakkarbaug Zoo, Outside Majevadi Gate, Junagadh-362 003, Gujarat 12 Asia Newsletter of Asian Regional Network of I.Z.E. Volume 6, Issue 2, October 2003 Kathmandu, Nepal -- T4T techniques adapted for use in Winter Day Camp programme in Central Zoo Geetha Shreshta *

After returning from a zoo educator training workshop held in Chennai by Arignar Anna Zoo, Zoo Outreach Organisation and Wildlife Conservation Society, I was really looking forward to use the Tiger Tool Kits with our students and I got a chance soon. We had a “Winter Day Camp’ at the Central Zoo from 5 to 7 March 2003 with 35 students from class 6 to 10 participating in the program.

During the three days of the workshop, the first day was focused on Tiger activities using tool kits and the “Teachers for Tigers” training manual. First brain storm and tiger pre concept map was done as directed in the Manual. After collecting the first concept map, tiger packets Central Zoo Staff coordinate “passing the information box” entitled “Tiger Tool Kit” were distributed and participants took turns hang the card at his neck and the At the end of tiger program, another reading out some of the points in the music starts again and same process concept map was done. We found booklet; we translated it into Nepali continues until the last card. Whoever tremendous change in pre and post language. picks up the last card is the winner of concept map results and we were the game. We claim that the winner satisfied with what the participants After that a 15 minutes video film has great contribution in tiger conser- learned. about tiger “Land of the Tiger” in which vation, so is given much respect and a all general behavior of tiger was prize. We found the method of pre- and post- shown which helped participants to concept maps very easy, effective and understand the plight of tiger. Among the information cards some a quick method of evaluation. cards with the message like “you are We played a ‘Tiger Parcel Game’ out’ and “have a gift” is also included designed by CE section of Central Zoo to make the message more but utilized the tool kit to play this entertaining. When a participant picks game. All participants wore tiger mask up the message such as ‘you are out’ and tiger friendship band while we explain he was a hunter so he is playing the tiger parcel game which out from the tiger conservation circle; made the game even more fun. this leads to much good-natured derision. How to run the tiger parcel game -- Put all general information about When a participant picks up the card tiger in a box, one information/ ‘have a gift’ we say he has helped to sentence in one card (all together 25 conserve the tiger so he is being to 30 tiger facts). honoured with a gift. Even teachers become excited with the anticipation of -- Make a circle of 30 to 35 students. being thrown out or getting a prize.

-- Pass the information box along with The tiger mask and tiger friendship the music/bell, and when the music band made the game more interesting Tying tiger rakhi’s stops, just stop passing the box and and enthusiastic. the person who has hold the box should take out a information card After the game all the participants held and read it aloud. up the small placard from the Tiger *Conservation Educator, 138, Banijya Tool Kit and shouted “SAVE THE Marga, Bijuli Bazar, New Baneshwor, P. -- After reading the sentence he has to TIGER” while walking around the Box 20543, Kathmandu, Nepal ground. Email: 13 Asia Newsletter of Asian Regional Network of I.Z.E. Volume 6, Issue 2, October 2003 Activities at the Children’s Resource Centre at CEE Tirupur Field Office B.G. Mridula*

map. Attitude assessment and Enacting the petition by farmers, Content survey were used to learn how political policy formation, reporting and much the students knew about tigers. others brought much amusement for the way it was performed. The Children’s Resource Centre at The students then were divided into CEE Tirupur Field Office has been groups giving them colour codes and “Feeding ecology” explored the feeding conducting activities for school asking them to name the plant or of tigers and the prey base required for children. A two day workshop titled animal that had the colours they were its survival. Maths was difficult but they “Students for Tigers” was conducted assigned. The groups were tiger, enjoyed doing it because of the way it on 12th and 13th of July with 22 zebra, parrot, and lantana. “Mini- was presented. “Censusing tigers” students from 4 schools attending. dramas” exposed the talents of these explored the scientific methods: The age group was from 14-16 years. students. They were asked to perform pugmarks, camera traps and radio dramas on hunting, parental care and collaring used around the world to The writer conducted the workshop as poaching topics. The script was from count tiger numbers. They all primary resource person with the manual and students performed wondered whether they could also Patrick David, Project Associate CEE. well using mimicry and enacted participate in such exercises and felt The writer had attended the workshop different animals with ease. They sad when they learnt that they could not “Teachers for Tigers” organised by Zoo brought some sticks, threads and immediately become a field biologist. Outreach Organisation (ZOO), Chennai props to make the sets attractive. They They were happy that they had learnt in February. The workshop and a commented that they could learn about this kind of counting and would manual, “Teachers for Tigers” was things better if material was always to tell their friends. be taught in this manner. designed by Dr. Tom Naiman and “Resource round-up” explored the Nalini Mohan of the Education “Tiger Ranges” activity was a jigsaw reasons for the threatened status of Department Wildlife Conservation puzzle wherein groups were asked to the animals and also helped students Society (WCS) New York, who also make complete maps and answer understand that only with proper served as resource persons. questions after the maps were resource management, animals could The activities were divided for two days assembled. They were to list out the survive and that the current trend of as shield making, concept maps, current and historic ranges of tigers growing population and greed of attitude assessment, content survey, and the habitats they inhabit. They humans are depleting the resources at mini dramas and tiger ranges on the listed out 25 countries (historic range), a very fast rate. An evaluation to check first day and on the following day, tiger 12 (current range) and different how much the students had grasped timeline, role-play, feeding ecology of habitats. They found some Russian was done at the end. They were asked tigers, censusing, resource roundup Commonwealth names difficult to to make the concept maps and go and evaluation activities. Zoo Outreach pronounce but enjoyed the whole act of through the content survey. This helped Organisation sent tiger toolkit packets assembling to listing. us to understand how much the students had understood. It was consisting of a raki, flash card, tiger “Tiger timeline” focused on the refreshing to know that they had better sticker, tiger mask and booklet on important dates in tiger history. An knowledge than before the workshop, tigers, all designed with graphics from exhibition was done. Each student was and had put it in the maps. the WCS Manual, and these were given a date and a text that tells the distributed to the students. student what happened in that year for When asked which activities they liked The students came through well. They the tigers around the world. They were most they said: “Mini Dramas“, “Tiger had an enthusiastic attitude and were asked to write the date and text and Ranges“, “Role-play“, “Censusing jumping with questions on the draw what best summarised the text. tigers“ and “Resource round-up”. This sessions conducted. They were asked Each had a unique way to do the is a good sign that the students are to make shields by drawing an animal activity and all felt that learning history taking interest in conservation and this or plant that they thought represented could be made fun. method of teaching has been able to give them more information than them and their hobbies. Many parti- In “role-play”, students were assigned theoretical or didactic learning. The cipants selected butterfly or lotus, fish, roles of advertisers, farmers, successful completion of this 2-day frog, elephant and others. One chose songwriters, newspaper reporters and workshop gave us much satisfaction Ascaris as it could not be destroyed so politicians. Each was to come up with as the students wanted the activities to easily, represented her aims. measures to conserve tigers. Tiger last for 5 days. Concept maps were introduced to the Biscuits, a petition to Government, participants to assemble information of composing a song on tigers, reporting the given topic and the inter-links it the recent killing of men by tiger and ______made. The maps helped participants establishment of education centres to create awareness and education were *CEE Tamil Nadu, Centre for Environ- reinforce what they learnt about tigers mental Education, Tamil Nadu State in introduction as they put that into the what the students came up with. Office, Avinashi Road, Coimba-tore. Email: [email protected] 14 Asia Newsletter of Asian Regional Network of I.Z.E. Volume 6, Issue 2, October 2003 BNHS Mumbai conducts WL Education Camps at Conservation Ed Centre Amit Chavan

e t o N Concept map exercise. Photos by Amit Chavan.

Amit Chavan was a participant in the Teachers for Tigers required as well as not required elements. Each group was training workshops organised by ZOO and WCS with led by one representative who justified the groups’ deci- funding from Starr Foundation and US Fish and Wildlife sions when questioned by other groups. Service. Amit recently coordinated a series of Wildlife Addition to the exercise: The groups were then asked to list Exploration Camps using the Teachers for Tigers Manual the elements for their own (human) survival and all of them and How Nature Works book. Some of the activities are pounced on all the elements immediately. At this time they reviewed and illustrated in this report. were given to understand how selfish man is and also that we have no right to decide for the animals’ needs. They Camp: Wildlife Exploration Camp, at Conservation Educa- were given an introduction of the concept of habitat and how tion Centre, BNHS, Goregaon creatures are adapted for their habitat. Dates : 1-5 June 2003, Main Theme: Wild Mumbai (Forest, Comment: The activity is very good to induce a discussion Mangrove, Shoreline Habitat) among the participants, but it should also be moderated by one of the instructors, so that there won't be any fights for Activities on June 1, 2003 the natural elements among the living creatures (partici- Concept Mapping: On the first day after introduction, the pants). Because of all these things the participants under- participants were asked to note down everything whatever stand many more concepts as they experience themselves they knew about the main theme “Wild Mumbai”. The same how difficult it is to find and obtain these elements. charts were given to the participants on the last day and Definitions: In continuation with the discussion on habitats, they found that the entire chart paper was not sufficient for ecology, adaptations the participants were made to read their lists. and understand the definitions. Comments: The activity turned out to be very good, result oriented as it shows the results immediately, not only to the Adept adaptation: Finger Challenge: Participants were instructors but also to the participants themselves. asked to find partners and sit facing each other. All the pairs were given small stones/marbles/seeds. They were asked How Nature Works: Elements of Survival: The students to refer to the Finger Challenge. Work sheet in their activity were divided in smaller groups and each of the groups was booklet. On this worksheet participants wrote all the assigned a living thing. The groups selected some of the natural elements required for the assigned living creature from the list of physical, biological elements displayed on * Educational Assistant, Conservation Education Centre, the board. The groups were asked to make a list of both Bombay Natural History Society, Mumbai.

15 Asia Newsletter of Asian Regional Network of I.Z.E. Volume 6, Issue 2, October 2003 possible finger combinations and selected 3 out of it. They to celebrate World Environment Day. were asked to count the successful passes within one minute. Referring to all the results a graph was plotted. A Tiger Time Line: 30 Events from the tiger time line list in discussion revealed the importance of adaptation in an the manual were selected and made into different cards. animal’s life. The participants were provided with chart papers and Comment: Very good activity to experience and understand sketch pens and asked to interpret the message on the the significance of any adaptation in an animal's life. card. Reference material such as photocopies of tiger Addition: Just to demonstrate how human is dependent on range maps etc. were provided to them. his eyesight (an adaptation), one of the participants was Comment: Participants designed a wonderful Exhibition asked to travel five times on stage from one end to the which told the story of the TIGER right from the 1700's to other. He was asked to cover the same distance only once 2003. It was wonderful to see the skills of children. but with closed eyes. His movements revealed other Membership Camp: BNHS had organized a camp for its participants what it meant to be ‘GOING BLIND’ . It helped members in the Bhimashankar Wildlife Sanctuary. About 25 participants to better understand creatures which have members enjoyed the eye opener ‘elements of survival’ as developed adaptations for a particular habitat. well as Finger Challenge. The activities worked as well with These activities were conducted on the first day and helped the adults as with kids. in orienting the participants towards various concepts of Nisarga Shodh: Nehru Centre, Worli organized Nisarga ‘How Nature Works’. Shodh Workshop for 60 students of different age groups. In Food web scramble: Each group of the participants was the last 3 workshops we opened the workshop with "Ele- provided with a food web scramble sheet, which they solved ments of Survival" which clarified many concepts and then and learnt various terms used in ecology. Addition: Oh deer nature game: Once they had understood the terminology, they were assigned the jobs of Herbivores, Carnivores etc. or elements like water, shelter etc. In the first round the deers had to find for food, water, shelter. Tigers were then added to the ecosystem, which caught deer. With few more rounds it was demonstrated how nature balances the population of each living creature. In the last round when human was introduced the ecosystem lost its balance, and participants understood the concept of food chain, food web and its balance. Food web: Partcipants were given chart papers and photo- copies of the food web and elements. The students learnt the role of each elements by the text at the back of each element, and prepared charts to show food web. Addition: Instead of asking participants to only write down Tiger Time line. Photo by Amit Chavan names and complete food web, they enjoyed learning food web bydrawing, painting, cutting and pasting. Comment: It turned out to be a very good activity with this alteration. Census techniques: The participants visited core areas of the Sanjay Gandhi National Park and observed wildlife in its natural surroundings. Census techniques with help of displays in the tiger orientation centre and also tiger manual were explained. Stalking: The participants were divided in groups such as deers and tigers. The tigers were asked to kill the deers very patiently. Addition: In the first round the deers were allowed to look behind for tigers only 5 times. One of the 3 tigers could catch one deer successfully. In the next round there was no limitation on the deers to see tigers and there was limita- tion on tigers that they should catch a deer within one Pugmarks. Photo by Amit Chavan minute. None of the tigers could catch a single deer. They proceeded to next activities. The feedback (about these 3 were made to understand that in nature tigers cannot tell workshops) from students, teachers and the organizers deers that do not look here. was excellent. Comment: Children enjoyed this game a lot. Internal BNHS CEC workshop: I conducted many of the activities in the internal workshop held for the CEC staff, in The last day of the camp was June 5 (World Environment which my colleagues were explained the same activities so Day) and was dedicated to our National Animal TIGER. that they also conduct the activities in the events designed Participants prepared an exhibition named ‘Tiger Time line’ by them. 16 Asia Newsletter of Asian Regional Network of I.Z.E. Volume 6, Issue 2, October 2003 Headmasters for Tigers at Periyar Tiger Reserve Gigi K. Joseph*

Teachers for Tigers workshop organized jointly by Periyar Tiger Reserve, Zoo Outreach Organization and Wildlife Conservation Society at Thekkady between 25th to 27th June 2003 was a great event in the history of environmental education activities of the Reserve. A group of 34 teachers from three neighboring districts of the Reserve actively participated in the workshop. The teachers who attended the workshop motivated their headmasters to experience the essence of Teachers for Tigers at Periyar. The idea materialized between 7th and 8th August 2003 in Periyar Tiger Reserve and named as ‘Headmasters for Tigers.’

The workshop was inaugurated by Sri. Group photograph S. Gopalakrisnhan IFS, Deputy Director, Periyar Tiger Reserve and the inaugural meeting was presided over by Mr. Tomy Koothrappallil, Assistant Education Officer, Kattappana Education District. Mr. S. Sivadas, Assistant Field Director and Dr. Gigi K. Joseph, Extension Education Officer, Periyar Tiger Reserve (both are interim trainees of Teachers for Tigers Workshop) were the trainers of the workshop. A total of thirty three headmasters of Kattappana Education District participated in the programme. Tiger tool kit, techniques for knowing and loving the World’s Greatest cat, prepared by Zoo Outreach Organization, Coimbatore was given to all the participants. The materials in the tiger tool kit provided knowledge and occasions of fun among the participants. Different techniques of Inaugural session Teachers of Tigers Workshop like Concept map ‘shield preparation’ for self introduc- tion, ‘concept map’ for evaluation mini dramas etc. were practiced. The participants also enjoyed jungle trekking and interpretive boat cruise through Periyar lake. Analyzing the feedback and evaluation of the partici- pants, it was very clear that the work- shop was much useful to create conservation awareness and motiva- tion among the headmasters. They assured that they would take further steps for spreading the idea conserv- ing the tiger and its habitat among thousands of students. *Extension Education Officer, Periyar Tiger Reserve, Thekkady, Kerala 17 Asia Newsletter of Asian Regional Network of I.Z.E. Volume 6, Issue 2, October 2003 National Zoo hosts Go Wild Workshops about Tigers Payal Bhojwani*

Forty girls with an age group ranging from 10 – 16 years joined the Go Wild Workshops Crew at the National Zoological Park, New Delhi on the 28th of April to learn about tigers. This was the first workshop run by the two participants from the ‘Teachers for Tigers’ workshops conducted by ZOO and WCS held at Chennai in February 2003.

Dr. Khan, an education officer first addressed the girls giving them the basic history of the Zoo since its inception. He explained the purpose of zoos from research and conservation to education.

He said that they were indeed Shika Nalin, Education Officer at National Zoo interacts with participants. privileged to have such an opportunity to learn about so magnificent a creature like the tiger and be able to see it up close.

He hoped that they would go back home and tell their friends and family about what they learn here thereby becoming ambassadors for the tiger. The tiger packets designed and produced by Zoo Outreach Organisation were distributed to each child. Each packet had stickers, masks, tiger rakhi, a tiger booklet and a tiger placard.

The children were then taken for a small round of the Zoo before reaching the tiger enclosures to acquaint them with some of the animals. At the tiger enclosure, Dr. Pledging to protect tigers at National Zoo. Manoj began with the history of the animal they were looking at – Zoo born and bred. He then got the children to notice the anatomy of the tiger. The way it walks, its teeth – he requested the kids to look at each other’s teeth and compare them. This reduced them to giggles, but generated a discussion about their house cats and how sharp and pointed their teeth were. He also showed them the use of the tail. The kids were curious about white tigers and whether they were albinos or was it because of the genes. The children then played a game that demonstrated predator versus prey. The prey wore the masks provided in the tiger packets and the tigers the tiger mask. A tiger stretch refreshes the soul. 18 Asia Newsletter of Asian Regional Network of I.Z.E. Volume 6, Issue 2, October 2003 Puneet Kaura from the Go Wild place where animals are kept but as a Workshops then explained to the conservation, education centre. children why the tiger is endangered. Payal Bhojwani guided the children to Ms. Deepmala, a participant thanked make a pledge to spread the word of Zoo Outreach Organisation for conserving the tiger – the children providing the material, Go Wild held up the placards and took a Workshops for giving them three days solemn oath never to aid, buy or of wildlife education and the National promote any animal products. They Zoo for showing them the animals and then tied ‘tiger rakhi’s’ on one another giving invaluable advise and as a sign of their commitment . information about the tiger. She said that before the workshops they had no Dr. Bonal the Zoo Director then idea that there were such problems addressed the girls. He said that he and so much to learn about the tiger. was impressed with the enthusiasm and intelligence of the girls by the *Educator, Go Wild Workshops, 16, questions they asked and the Subrato Park, Western Air Command, activities they did. He hoped that they New Delhi 110010 would now view the Zoo as not just a

How to make perfectly charming masks at home for nothing ! Payal Bhojwani

The mask idea was the creation of my partner Nafeesah actually who got the idea from one of the “make and do” craft books – the main difference was that in the book they had used paper bags instead of chart paper and they had only described the elephant which was made out of crepe paper and rope and construction paper and clotheslines etc. – we simplified it and added many more animals such as the rabbit, bear, owl, lion, tiger and the deer.

It takes a 12-year old child about 20 minutes to make the mask if all the materials (specifically a pair of scissors) are provided.

Basic steps:

1. Take thick chart paper of the appropriate colour (yellow for the lion and tiger, white for the rabbit, blue-gray for the elephant, black or brown for the owl, bear and deer) 5. Using the cut out paper, make the 2. Cut the chart paper in half ears (For the elephant, a fresh sheet lengthwise and measure it around the will be needed for the trunk and ears) head for the size. and stick them on the mask.

3. Cut out a heart shape with a 6. Colour stripes with a black marker rounded end in the middle (where the for the tiger, use orange crepe cut in face will be). strips for the lion.

4. Remember to keep the chin closed. 7. Join the ends to slide smoothly over head.

19 Asia Newsletter of Asian Regional Network of I.Z.E. Volume 6, Issue 2, October 2003 Clubbing for Conservation

Three organisations—publishing contributing to the Madras Crocodile again to see him.” That, in effect, is the house Orient Longman Pvt. Ltd., the Bank’s conservation efforts. They will kind of success the tour, organised by Madras Crocodile Bank Trust, and receive free entry into Madras Croco- the Friends of the CrocBank Club, met Trust for Environmental Education dile Bank, free entry to some of the with. (TREE)—launched ‘Nature Quest’, a activities and programmes of Nature programme to raise awareness about Quest, discounts on camps and Apart from Kanda, wildlife and conservation, on 14 June programmes conducted at the Madras there were also 2003 in Chennai. Crocodile Bank, free subscriptions to Ashley Kirk and Jen Herpinstance and the Croc Bank Roswell from the Apart from raising Newsletter, along with a t-shirt, Jungle Cat World, awareness, the stickers and an ID card. Orono, Ottawa, programme also Canada, to teach aims to create a To know more about the Friends of the the kids how to common meeting Croc Bank Club email: handle baby crocs, ground for people [email protected] turtles, snakes and gharials, in what is interested in For more information on Nature Quest, perhaps the first of its kind experiment conservation and email: [email protected] anywhere in the country in giving wildlife so as to children a hands-on experience in channel this positive energy in the Getting close and personal with wildlife conservation. right direction. Nature Quest crocs, snakes, lizards... programmes will include talks, CHENNAI: Does the thought of having Bharat, Jen and Ashley are on a 20-day discussions, photo exhibitions, slide a six-foot long fully grown boa stint at the CrocBank as part of their shows, documentary screenings, and constrictor wrapped tight around you study-cum-teaching tour and their interactive sessions with filmmakers, send shivers down your spine? For students for the day were 10 noisy kids researchers, and conservationists. those of you who have never ever from various city schools, all of them Keeping the younger audience in heard about or seen a Boa Constrictor, the benefactors of the initiative thought mind, activities integrating wildlife and let’s just say the up by NatureQuest, a recently-launched nature with arts, crafts, music and Anaconda is a forum for awareness in conservation. theatre will also be organised. Wildlife close cousin. film makers, researchers, photogra- Finally, as night fell and the trees phers, indigenous craftspeople, For five-year-old became alive with birdcalls, the group musicians and theatre artistes will be Satwik though, the trundled along for the climax — the associated with these programmes. boa-wrap was the recently-launched night safari called The venue for these events is The denouement of a Night Shine — an unbelievably exciting Bookpoint auditorium at Anna Salai, five-hour trek, with only flashlights to illuminate located very conveniently in the heart demonstration the way. of the city. tour around the Madras Crocodile Bank on Sunday. The safari works on the principle that A Resource Centre, with a large- croc eyes reflect light in the night and screen television, an extensive library As zoo expert and wildlife expert Bharat so if you shine a beam of light at them of wildlife documentaries, reference Kanda from the Little Rays Reptile Zoo, through the inky blackness, the eyes books and updated information on the Toronto, Canada, wrapped the boa catch the light and gleam back at you Indian wildlife scenario is being around the pint-sized Satwik, he with all the brilliance of gemstones. planned. immediately became the object of envy of 10 other kids who accompanied him The kids chortled in delight and the The Sea Turtle Manual produced by on the tour. night was punctured by shrieks of the Madras Crocodile Bank funded by “Look, that one has blue eyes,” and the GOI/UNDP, was released on the ”Do you know how a boa kills its prey? “Hey, I counted eighty in five minutes.” same evening. The Madras Crocodile First, it coils itself tightly around you, The luminescence left one spell-bound Bank also released Herpinstance, a and then with every breath you exhale, and humbled by the wild beauty and MCBT newsletter to keep herp- it tightens the coil even more so that sensory thrills on offer. enthusiasts informed about happen- you can’t suck back the air you exhaled. ings on the reptile and amphibian After all the air has gone out and your The safari is on every weekend and front in Asia. heart stops beating, it goes for your starts from 7 pm. Fee for adults is Rs head and starts swallowing,” Kanda 60 and for kids, it is Rs 20. More The Madras Crocodile Bank also told the boy who did not appear in the details can be had by calling Seema initiated the Friends of the Croc Bank least fazed. “It’s super,” he exclaimed, Mundoli at 98410 66640 or Anuja Club. Members of this club will be fondling the giant snake as he would a Sharma at 98410 06842 or by e- puppy, “I will come back again and mailing

20 Asia Newsletter of Asian Regional Network of I.Z.E. Volume 6, Issue 2, October 2003 Maitri Baag Zoo’s Education Unit - something happening every day ! Ganesh Kumar Dubey* & T. Kalaichelvan**

Sports Association students enjoy zoo education A total of 68 students of the Sports Association along with staff of Rajnandgaon, Kanker, Ambikapur, and Dharmjaygarh Districts of Chhattisgarh State visited the Maitri Baag Zoo on 31 August 03, conducted by the Sched- uled Tribes Welfare Department. The students belong to different villages and towns adjoining the forest area where chances of working for protection and conservation of wild animals are practically unlimited. These students visited Teh the zoo and learned many things about the zoo animals by the Zoo Education Unit, Maitri Baag Zoo.

Students enjoyed wearing the masks. They tied the “Bear” rakhis to one another and took an oath that they dedicate themselves for the conservation of bears, will create awareness about bears and will never involve in any kind of wildlife trade in their life. Participation certificates provided by Zoo Outreach Organisation, Coimbatore were distributed by Dr. G.K. Dubey.

Zoo Education Programme for forest Officials Ranger College, Jagdelpur, Chhattisgarh State

A zoo education programme was organized by zoo education unit, Maitri Baag Zoo, Bhilai for forest Officials, Ranger College, Jagdelpur. About 92 forest officials participated in this programme held at Maitri Baag Zoo. A visit and training Dr. G.K. Dubey included many topics in his presentation to was organized. During the visit, they were given information the students: ·conservation; importance of wildlife in against wildlife trade, bat conservation, Invertebrate conser- maintaining eco-systems; bat conservation in the natural vation, bio-diversity conservation, about up keeping of habitat of bats roosting at the Zoo; wild animals native to animals, cage design, role of zoo, importance of wildlife, role Chhittasgarh State (Tiger, Leopard, Sloth Bear, different of zoo education, research, husbandary, squeeze cage species of deer and varieties of birds); conservation of function, habit and habitat information. endangered species; importance of Zoo Education in conserving wildlife; role of young people in conserving They noted interesting information regarding the Zoo wildlife; breeding behaviour, roosting behaviour, biology and animals and interacted with the zoo staffs. We gave vital ecology, parental care, nest building of Cattle Egret and information / role of zoo education; the participants came Little Egret; Cormorant and Pond Heron breeding in a from various small villages of Chhattisgarh state which has natural habitat inside the Maitri Baag Zoo. high biodiversity and have been posted in different places. Dr. N.K. Jain spoke to the students about breeding and The education materials/ packets containing “Against prevention of diseases in zoo animals. Dr. T. Kalaichelvan Wildlife Trade” and Bats information provided by Zoo of Zoo Education Unit spoke about Asian Bears and their Outreach Organization, Coimbatore were distributed to them. conservation. So that they can start Zoo educational activities in their respective working places. In addition to that, different Zoo Educational material packets “Dare to Care for Bears” educational materials related to zoo animals were also provided by the Zoo Outreach Organisation, Coimbatore given to them for the library of Van Vidhyalaya, Jagdelpur, were distributed by Mr. T. Kalaichelvan to the students to Chattisgarh. illustrate his presentation. The packets contained a mask, rakhi, stickers, and a booklet on bear conservation.

* Veterinary Officer and ** Curator, Maitri Baag Zoo, 7A, South Park Ave, Sector 9, Bhilai 490 006, M.P 21 Asia Newsletter of Asian Regional Network of I.Z.E. Volume 6, Issue 2, October 2003 Discussion session was also conducted and they dis- The “Don’t’s” that were taught were: cussed different topics of wildlife and their conservation and Don’t make noise inside the zoo queries were a raised. Most of questions were about old Don’t tease the animals animals in nature and in zoo, their care, exchange of ani- Don’t feed the zoo animals mals between zoo, Indian wildlife Act, Central Zoo Policy, and Don’t hurt or injure any animals role of NGO’s especially Zoo Outreach Organisation. Don’t buy any wild animals products Detailed discussions were conducted on parrot trading from Don’t pollute the zoo different places to market and what can be done. Detailed Don’t violate the Wildlife Protection Act (“when the buying information was provided to avoid various myths and stops, the killing can too”.) conduct various zoo educational programme to prevent Don’t touch the zoo animals killing of the bats.

Finally, a lecture was given by Mr. T. Kalaichelvan, Maitri Baag Zoo, Education Unit regarding biodiversity conservation importance of invertebrate especially phyto phaga in main- taining ecological balance, importance of wild life etc.

The participants / trainees were distributed with participants certificate provided by Zoo Outreach Organisation.

Wildlife Week at Maitri Baag Zoo, Bhilai Wildlife Week is celebrated in India every year in the first week of October. This week is observed mainly for conservation of wildlife and creating awareness among the students and public. The Maitri Baag Zoo, Bhilai celebrated Wildlife Week in a big way. This report includes two Painting competition. Photo courtesy Maitri Baag Zoo programmes, one for Scouts with zoo behaviour as the theme and another for teachers with a tiger theme. In addition to the above, the students were given informa- tion about the importance of animals and the Zoo, wildlife Programme for Scouts: “A Scout is a friend of animals” and their conservation, their breeding, feeding habits, On the occasion of 2nd October, Gandhi Jayanthi, an behaviour etc. The students took an oath to obey these exclusive programme had been organized by the Zoo’s rules to conserve wildlife and their heritage. The students Education Unit, for Scout students of B.S.P. Higher were provided a Zoo Patrol Kit containing stickers, a Secondary School, Risali, Bhilai. One of the oaths taken by handout on the Wildlife Protection Act, an identify card, rakhi scouts was “A Scout is a friend of animals for betterment of on wildlife, and other hand outs provided by the Zoo wildlife, their habitat and the environment”. Outreach Organisation, Coimbatore. They also vowed During this programme, the students were also taught to: never to buy and wild animal products and to protect wildlife - Create awareness among the public during their lifetime by tying the rakhi to one another. The - Protect our valuable wildlife students were taken around the Zoo to interact with visitors. - Keep or help to keep the zoo clean The students went around telling visitors not to feed or - Be a friend of animals and help save them tease animals, not to make noise and help keep the Zoo - Teach visitors about wildlife conservation clean. They went around the Zoo with a handout on the - Learn about and follow the Wildlife Protection Act. Wildlife Protection Act in their hands and a card saying “Zoo Patrol” on their shirts and interacted with visitors.

“Wildlife Conservation and Awareness with Teachers for Tigers” during Wildlife Week Maitri Baag Zoo is well-known for Royal Bengal Tiger both normal and white in Chhattisgarh State and border towns and villages of adjoining states. So, we organised a workshop on “Wild Conservation and Teachers for Tigers” on 04/10/03 at Maitri Baag Zoo for the members of “Bhilai Jeevan Vidhya Samiti”, a cross section of the Bhilai community. The participants were Bhilai Steel plant’s officers and others. During this programme the participants visited the zoo along with zoo education unit and got information about the zoo animals, importance of habitat and feeding of wild animals. They were also enriched with the information regarding “increasing the activities of Zoo animals by providing envi- Students holding placards. Photo courtesy Maitri Baag Zoo. ronmental enrichment in the zoo.

22 Asia Newsletter of Asian Regional Network of I.Z.E. Volume 6, Issue 2, October 2003 as Chief Guests spoke on the importance of utilizing the zoo as a tool for zoo education effectively for well being of wildlife. Mr. T. Kalaichelvan gave a lecture on the behaviour and habitat of wildlife.

Participants around tiger enclosure. Photo courtesy Maitri Baag Zoo.

The workshop was organised mainly to teach innovative teaching about tigers. We told the participants how we use the studbook to avoid inbreeding of tigers. We also dis- cussed about habitat, feeding behaviour, cub rear-ing, Participants committing to tiger conservation by tieing parental care, hunting behaviour of tigers, old age care and rakhi’s. Photo courtesy Maitri Baag Zoo. treatment. We expect that the participants do not buy any body parts of tigers. They were told that if they don’t care The participants took an oath by tying rakhi that “they never about tiger and its habitat, tiger population will decline. The involve in wildlife trade in their life time, will help to conserve role of zoo in conserving tiger was also emphasized. and protect wildlife and create awareness among people about tiger habitat and its conservation. The packets Dr. K.K. Verma, Entomologist spoke on biodiversity and containing “Tiger tool kit”, stickers, mask, rakhi, study emphasized the role of zoos in protecting species from material was distributed to the participants provided by Zoo extinction. Dr. S.P. Sharma, AGM, Ph.D and Dr. Harti, B.S.P Outreach Organisation, Coimbatore.

School Education to Support Asian Elephant Conservation with CEE, Ahmedabad and U.S. Fish and Wildlife Service Targeting the attitudes of schoolchildren in India today will make difference 10-20 years from now, so the Centre for Environment Education (CEE) in Ahmedabad, India, has designed a comprehensive education program aimed at 10- 14 years old school children as one way to ensure the long- term survival of the Asian Elephant. The first phase of this project developed an education package consisting of a teacher’s manual, student’s workbook, and posters. These excellent materials covered many aspects of Asian Elephant ecology, natural history, and threats. Subsequently, teachers at a network of more than 900 schools throughout India received training in the use of these materials. In addition, this network of schools was paired with a national network of non-governmental organizations to ensure simultaneous outreach to the local communities in each school district. The second phase of this project will train 700 additional teachers to implement the Asian Elephant conservation education programme in the 12 Indian states where el- ephants are most abundant. This phase will also see the translation of project materials into nine Indian languages and collaboration with partners in Sri Lanka and Bangla- desh. - from U.S. Fish & Wildlife Service, Asian Elephant Conser- vation Act Summary Report, 1999- 2001

23 Asia Newsletter of Asian Regional Network of I.Z.E. Volume 6, Issue 2, October 2003 Conservation Education at Mysore Zoo, Summer Camps, Zoo Clubs and Volunteers Kumar Pushkar* and Sapta Girish M.K.**

Mysore Zoo Summer Camp programme Volunteers at Mysore Zoo Summer Camp Programme – 2003: Mysore Zoo organised Volunteers can play an important role in any organisation. the Summer Camp Programme for the 2nd year successfully. Mysore zoo has the luxury in having a group of 9 volunteers The camp conducted for children aged 10-15 years was held called ‘Volunteers of Mysore Zoo’ who come from various from 4th May to 10th May 2003. 25 students were enrolled for walks of life, from a house wife to a journalist to a the camp. The participants were given schedule, sun cap, Government servant & students. And one of our volunteer is printouts, stickers and brochures on wildlife. now an officially appointed Zoo Guide. This group helps the zoo in conducting educational activities. Some activities After the inaugural, Sri. Kumar Pushkar also spoke and gave taken up by volunteers at the zoo have been described. useful tips on observation of animals. In the afternoon, the participants were taken for rounds in the zoo. Zoo Outreach Programmes -- Zoo outreach is a programme where in we reach out to various schools, On the second day of the camp, Sri. K.B. Sadananda gave institutions, rural communities & slums to create an interesting lecture on plants identifying 32 trees to the awareness. We concentrate on Environmental issues, participants. Later participants cleaned the cages of birds wildlife & Zoo’s role in protecting the wild stock. Slide shows with enthusiasm and also fed fish to the birds. in local language are organised to help the audience understand various issues. After the slide show we interact On another day, summer campers visited Regional Museum with them & invite them to the Zoo. of Natural History and were introduced to the exhibits; films on wildlife were screened. In the afternoon, the participants Youth Club Activities -- Mysore Zoo conducts the Youth Club visited Karanji Tank where migratory birds were watched. A Programme on Sundays for a period of five months (Aug- drawing competition was also organized for the participants Jan) every year, 60 students from various schools in the age in the afternoon. group of 8-16 years participate in this programme on a first come first serve basis. The volunteers take initiation in Mr. Karthikeyan, Education Officer, WWF-India, Bangalore bringing the resource persons to deliver talks & slide shows. presented a slide show on butterflies. The most enjoyable session for the children was elephant bathing. The children Summer Camp -- Summer camps were initiated in 2002. It were allowed near the elephant calf to touch and wash the is an annual event conducted during the summer holidays calf. Another interesting session was Snake Show by Mr. i.e. in May for a period of one week. A press release about Balasubramanyam (Snake Shyam) who gave useful the camp is given & a maximum of 25 students between 12 information about snakes. The last session of the day was to 16 are chosen. The students spend the entire day at the to fill-up the informative worksheet on animals given to the zoo. The students are exposed to animal behaviour studies, participants. slide shows regarding wilderness & its importance, identification of medicinal plants by experts, cleaning of A few days later the participants learned about problems cages & drama. being faced by littering plastics, and plastic covers with food Competitions -- As part of the Wildlife week we help the Zoo fed to the animals, resulting in death of the animals. The conduct drawing & quiz competitions at the Zoo premises for participants collected plastic covers in the zoo premises and various age groups. Essay writing competition and debate made an attempt to educate the visitors not to bring plastic for college students. Drawing and painting competitions for covers and feed the animals with food they bring. The physically challenged is also organised. In addition to this children also did visitors survey based on the information photography exhibition and competition have become an given to them on a printed sheet. Another day all annual event of our zoo now. participants conducted a census of captive animals in zoo. Visits to other zoos -- As part of the Animal Keepers On the last day of the camp, participants were taken to training programme this year, we had an opportunity to visit Ranganathittu Bird Sanctuary on a field trip where they other Zoos along with 5 animal keepers & an Official. enjoyed watching birds and boating. Teachers Training Programme & Workshops In the valedictory function, parents, zoo staff and others were We represent the Zoo by attending workshops like the present to witness all participants as they were honoured ‘Teachers for Tigers’ conducted by the ZOO & WCS at with a certificate of participation. The programme concluded Regional Natural History Museum & one at Ahemdabad with vote of thanks. organised by CEE & Asian Common Wealth Society.

* Executive Director, Mysore Zoo, Mysore 570 010. Revised Our volunteer group is really happy to work with this from Mysore Zoo Newsletter Vol.1 No.2 June 2003 pp.4 institution & do our little bit in joining hands with the efforts of Mysore Zoo in conserving the wildlife.

** Volunteer, Chamarajendra Zoological Gardens, Mysore

24 Asia Newsletter of Asian Regional Network of I.Z.E. Volume 6, Issue 2, October 2003 Chennai Snake Park conducts programmes in Kancheepuram schools V. Kalaiarasan*

The Against Wildlife Trade and Wildlife Welfare Teacher Training Programmes have been conducted in two schools of Kancheepuram. (1) K.M. Subburayan Mudhaliyar Elementary School, Kancheepuram, (2) Municipal Middle School (Vaigundam B), Kancheepuram on 15.11.2002 wherein 20 teachers and 200 students participated. The Director explained the need for such programmes and the role of various NGOs in animal welfare activities. The Environmental Education Officer explained to the teachers and students on how to use the package provided by Zoo Outreach Organisation. The students programme was conducted by Environmental Education Officer. Participation certificates were given to Teacher participants.

Kanchipuram Municipal School-students with “Against Wildlife Trade” packets * Chennai Snake Park Trust, Rajbhavan Post, Chennai 600 022, Tamil Nadu.

WWF – India, Tamil Nadu State Office in Chennai educates schools J. Murali*

WWF, India office in Chennai has WWF, Chennai conducted a demon- List of Schools been using the manual and resource stration on the subject in ten schools. Abacus Montessori School, packets supplied by ZOO in all its 11 schools and 611 students partici- Perungudi, Chennai – 96. programmes. Each school under its pated in our programmes. Vidya Mandir, Nature Clubs of India movement is Mylapore, Chennai – 4. given five resource packets. Naval Public School, Arakkonam – 631 006. St. Dominic’s A.I Higher Secondary School, St. Thomas Mount, Chennai. Sir Sivasamy Kalalaya Senior Secondary School No.5 Sundareswarar Street. Sri Natesan Vidyalaya Matriculation Higher Secondary School Mannivakkam, Chennai – 48. Sethu Baskara Matriculation School, Ambattur, Chennai – 53. Arsha Vidya Mandir, Guindy, Chennai – 32. C. S. I. Goudie Hr. Sec. School, Thiruvallur – 602 001 Bishop Corrie A.I. Hr. Sec. School, George town, Chennai - 1

* Education Officer,, World Wide Fund Children holding up education materials during the prrogramme For Nature – India, Tamil Nadu State Office, 123/5 (New No.297), TTK Road, Alwarpet, Chennai – 600 018.

25 Asia Newsletter of Asian Regional Network of I.Z.E. Volume 6, Issue 2, October 2003 Arignar Anna Zoological Park- Leading in Zoo Eco Education Programme - A Pilot report N. Baskar* , A. Manimozhi* and M. Sekar*

Arignar Anna Zoological Park is one of teachers were requested to impart the teachers on the occasion of world bio the biggest zoos in South East Asia message to other students of their diversity day. Around 100 tree seed- and is a modern ex-situ conservation school. lings wore planted. facility for the endangered species of western and eastern ghats. It is one of The wildlife awareness activity was III. Indian Zoo Week: - the nature education centre in the conducted for teachers on 20 Dec Arignar Anna Zoological Park educa- outskirts of Chennai City, where seven 2002 and 28 Dec 2002 at zoo tion and research wing celebrated, to 8 lakh people visit the zoo annually. premises. In fact, the activities, games, “Indian Zoo Week” from 1-7 Dec 2002. The education and research wing resource materials provided by Z.O.O. Indian Zoo Week banner was placed at under the able guidance of the Director and funded by zoos and animal welfare the main entrance of the zoo to educate and Deputy Director has been conduct- organisations all over the world were the visitors on the role of zoos on ing several regular eco education highly useful to enrich the students on wildlife conservation. In addition, large programmes to the target groups like cause of wildlife conservation. number of zoo publications were school students, teachers and general distributed to the visitors for the entire public to create awareness and II. World biodiversity day week to emphasize the role of zoos in understanding of conservation of The Education and research wing of conservation education. A special zoo forests and Wildlife. Arignar Anna Zoological Park cel- school programme was organized for ebrated the World Biodiversity Day in a 50 students from Sri Sankara Vidyalaya The various education programmes grand manner on 24 Nov 2002. The Matriculation School, Kilampakkam on are as follows: Zoo auditorium was vividly busy that 02.12.2002. The brochures on wildlife 1. Zoo school programme particular day conducting various eco- were given to the participants apart 2. Zoo outreach programme education programmes for school from this, the role and activities of Zoo 3. Teachers training programme students of different schools in and Outreach Organization on wildlife 4. Zoo volunteers programme around Chennai. The main activities conservation and education aware- 5. Summer zoo school programme were classroom session, resource ness programme on zoo management material distribution, tree planting was explained. Apart from the regular programme, finally followed by prize distribution. several special programmes are being Sixty students and ten teachers of the Subsequently a Wildlife Awareness conducted from Nov 2002 to Jan 2003. following schools have attended the Programme was organized at zoo They are summerized as follows one-day programme. school on 5 Dec 2002 for Forestry College students, Mettupalayam, I. Against Wildlife Trade 1. Sri Sankara Vidyalaya Matric. Hr. Coimbatore. Fifteen Students actively Arignar Anna Zoological Park educa- Sec. School, Pammal participated in the special programme tion and research wing has a calender 2. Sri Sankara Vidyalaya Matriculation under the guidance of Dr. K. P. Divya of activities for school students and School, Kilampakkam and Mr. M. Murugesan Asst. Professors teachers for every year. 3. Christ King Girls Hr. Sec. School, of the same college. The participants Tambaram were given hand outs like “Just Bats - “Against Wildlife Trade” activity was 4. Ananthavalli Matric. Hr. Sec. School, About Bats” and “Against Wildlife also included in the schedule to Urappakam Trade” provided by the Zoo Outreach disseminate the message about 5. Government Girls Hr. Sec. School, Organisation. illegal wildlife trade to large number of Guduvanchery students and teachers. School and IV. World Conservation Day: college students of Chennai and Large scale tree planting at Rescue Arignar Anna Zoological Park decided adjourning districts participated in the Centre World Biodiversity Day to celebrate the World Conservation programme. Classroom activities were conducted Day, outside the zoo. A Zoo outreach in the Park for the participants after the programme was conducted at Sri Catch the trader, finish it off, paper inaugural function and tree planting Sankara Vidyalaya Mat. Hr. Sec. School, dance, match-making and rakhi friends was over. At the end of closing cer- Pammal on 3 Dec 2002. Around 100 were conducted for the students. emony prizes were distributed for the students of VIII and IX standard and 5 Printed materials like crossword, winners who have participated in teachers benefited from the eco- puzzle, mask of Otomops wroughtoni, painting, elocution and quiz pro- education programme. stickers, participation certificates grammes, which were conducted developed and provided free of cost by earlier in this park. Zoo Outreach Organisation and sponsored by the Universities Federa- First time in zoo premises especially at tion for Animal Welfare UFAW, were rescue and rehabilitation center large distributed to the peer group. School scale tree planting was organized with * Biologists, Arignar Anna Zoological active cooperation of students and Park, Chennai, Tamil Nadu 26 Asia Newsletter of Asian Regional Network of I.Z.E. Volume 6, Issue 2, October 2003 Slide presentation cum lecture followed by screening a video programmes were conducted for volunteers and students. film for the target group from 11A.M to 2 P.M. The role of zoos Educational materials of Zoo Outreach Organization were (ex situ-in situ) in conservation of endangered fauna and distributed to the interested public, zoo club members and threats to wildlife were focused to younger generations. The volunteers were involved in handling the huge crowd on printed resource materials of Arignar Anna Zoological Park Kanum Pongal day and subsequent days till Jan 31st. The and Zoo Outreach Organization on wildlife conservation were volunteers about 150 numbers from different schools and distributed to the participants. The school requested the Zoo colleges were specially invited to assist the zoo managers to conduct similar programmes in future to strengthen the during, the pongal festival to regulate surging crowd. They linkage between the zoo and school. were actively involved in preventing poly bags, matchbox, cigarettes, alcohol sugarcane etc., at the entrance. Most of Animal Welfare Fortnightly -2003 them were deputed at animal enclosure of each species to Arignar Anna Zoological Park has been conducting Animal prevent untoward incidents by educating the public on Dos Welfare Fortnightly every year since 2000. This year Animal and Don’ts inside the Park and ensured proper guidance. Fortnightly was celebrated at Arignar Zoological Park during 14-28 Jan 2003. The education and research wing of Acknowledgements: Arignar Anna Zoological Park conducted several eco educa- We are very thankful to Thiru. P. C. Tyagi I.F.S., Director, Mrs. tion programme on the role of zoos on conservation educa- V. Karunapriya, I.F.S., Deputy Director of Arignar Anna tion, during the Animal Welfare Fortnight, which generated Zoological Park for their continuous and constant wildlife awareness among the public. Three class room encouragements for the eco education activities.

A brief note on the programmes organized during the Wildlife Week 2002 Ranvir Singh*

A number of programmes were organized during Wildlife Week 2002 in Sanjay Gandhi Biological Park, Patna. Main programmes of the Department of Environment and Forests were organized in the Park.

The week-long programmes were inaugurated on 2nd October 2002 by the Minister of Environment and Forests, Bihar, Shri. Jagadanand. The main programmes included spot photography competition on wild animals and the winners of the competition were given prizes on the concluding day. A photo-exhibition on wildlife and wildlife film shows were organized during the whole week. Special feature of the week was zoo education programmes organized everyday. Special zoo education programmes were covered for different segments like school children; slum children; regular visitors to the park; intelligentsia class etc. Educational materials supplied by Zoo Outreach Chief Minister of Bihar graces the programme and awards prizes Organisation were very useful for this programme.

Students from five schools of Patna presented cultural programmes with wildlife themes. Besides, a drama club ‘Prayas’ also presented a cultural programme on wildlife. These cultural programmes were organized on the concluding day in the presence of Chief Minister of Bihar, Smt. Rabri Devi. Concluding day programmes were inaugurated by the Chief Minister and the Chief Guest was Shri. Laloo Prasad, former Chief Minister. The programmes were presided over by the Minister of Environment and Forests, Shri. Jagdanand, and the Guest of Honour was Education Minister, Bihar, Dr. Ram Chandre Purbey.

A competition to name the new born babies of Rhino and Leopard was organized amongst school students. A total of 861 students belonging to 23 schools participated in the competition. The winners of wildlife naming competition, Students wearing bear masks for the programme. spot photography competition and cultural programme, were awarded prizes by the Chief Minister. * I.F.S., Director, Sanjay Gandhi Biological Park, Patna

27 Asia Newsletter of Asian Regional Network of I.Z.E. Volume 6, Issue 2, October 2003 NEW SAMPLE PACKETS AVAILABLE FOR ARNIZE MEMBERS Samples of these packets are being distributed to all ARNIZE members free of cost. Thanks to a grant from the Coumbus Zoo Tigers are nocturnal (night loving) even in the zoo Conservation “Please let me sleep!” Fund, which has also funded this Newsletter. Animal Welfare Fortnight, 2003

Animal Welfare Board of India, Z.O.O., Universities Federation for Animal Welfare

Contents ARNIZE is the Asian regional arm of the International Zoo Educator Association (I.Z.E.). The IZE Asia Newsletter is New Members, P. 1 produced twice yearly by the Asian Regional Network of Wild Animal Welfare and Ethics in Zoo Education, P.1 International Zoo Educators (ARNIZE) in collaboration with Zoo Physics tour at Ocean Park, Shirley Wong, P. 2 Outreach Organisation. Zoo Outreach Organisation hosts the Wildlife Week at Kamala Nehru Zoo, Ahmedabad, R.K. Sahu, P. 2 network of Asian zoo educators First Teachers Training Workshop at Central Zoo Nepal: Wildlife Conservation and Wildlife Welfare, Geetha Shreshta, Pp. 3-4 There is no membership fee in ARNIZE or for the newsletter One-day Zoo Educator Training Workshop for Indonesian Zoos, Sally Walker, P. 5 which is sent free to all Asian Zoos and selected individuals, Karachi Zoo Education, M.M. Qazi, P. 6 organisations and institutions involved with zoo education. To get Bat Biologists use Bat Clubs and Bat Education Kits to make Kids “Bats about Bats”, P. 7 on the network, write us a letter and tell what you do. Include Zoo Education at National Zoo, Sri Lanka, P. 7 your email address and your website if you have one along with Wildlife Week organised in Kanpur Zoological Park, Pratibha Singh, P. 8 your mailing address. Contribute news often. At the Bronx Zoo, Pp. 9-11 Write to : ARNIZE, c/o ZOO, Sakkarbaug Zoo Awareness Activities through the year, R.D. Katara, P. 12 Box 1683, Peelamedu, Coimbatore 641 004, TN, India Kathmandu, Nepal -- T4T techniques adapted for use in Winter Day Camp Programme in Central Zoo, Geetha Shreshta, P. 13 Email [email protected]; Website: www.zooreach.org Activities at the Children’s Resource Centre at CEE Tirupur Field Office, B.G. Mridula, P. 14 This issue of IZE Asia Newsletter was fully sponsored by BNHA Mumbai conducts WL Education Camps at Conservation Ed Centre, Amit Chavan, Pp. Columbus Zoo Conservation Fund. All activities of 15-16 ARNIZE for the years 2002-04 are sponsored by Headmasters for Tigers at Periyar Tiger Reserve, Gigi K. Joseph, P. 17 Columbus Zoo. National Zoo hosts Go Wild Workshops about Tigers, Payal Bhojwani, Pp. 18-19 Clubbing for Conservation, P. 20 IZE Asia Newsletter Maitri Baag Zoo’s Education Unit - something happening every day !, Ganesh Kumar Dubey Editor, Sally Walker, Asst Ed, Padma Priya and T. Kalaichelvan, Pp. 21-23 Asian Regional Representative of IZE School Education to support Asian Elephant Conservation with CEE, Ahmedabad and US Fish Publisher, Zoo Outreach Organisation, Coimbatore and Wildlife Service, P. 23 Printer, ZOO’s Prints, Coimbatore, India Conservation Education at Mysore Zoo, Summer Camps, Zoo Clubs and Volunteers, P. 24 Chennai Snake Park conducts programmes in Kancheepuram schools, V. Kalaiarasan, P. 25 WWF-India, Tamil Nadu State Office in Chennai educates schools, J. Murali, P. 25 Arignar Anna Zoological Park - Leading in Zoo Eco Education Programme - A Pilot report, N. Baskar, A. Manimozhi and M. Sekar, Pp. 26-27 A brief note on the programmes organized during the Wildlife Week 2002, Ranvir Singh, P. 27 Check out the IZE Website New Sample Packets available for ARNIZE members, P. 28

Asia Newsletter of Asian Regional Network of I.Z.E. Volume 6, Issue 2, October 2003